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Söderlundh, Hedda. "Internationalization in the Higher Education Classroom: Local Policy Goals Put Into Practice." Journal of Studies in International Education 22, no. 4 (May 17, 2018): 317–33. http://dx.doi.org/10.1177/1028315318773635.
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Nowadays, most universities have policies for internationalization, and in such policies, attention is increasingly given to internationalization as an aspect of students’ learning. However, there have so far been limited efforts to study how such student-centered internationalization can be carried out in practice. This article explores linkages between policy and practice, and it reports on a case study of how local policy goals of internationalization are carried out at the classroom level in a university in Sweden. Through fine-grained analyses of classroom interactions, it is demonstrated how a teacher and his students put policy goals into practice and what aspects stimulate them to do so. More generally, the results contribute to knowledge of how internationalization of higher education can be encouraged and practiced in local learning settings in the form of social actions and how it is carried out in a certain context at a certain time.
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Vikström, Lotta. "Different Sources, Different Answers: Aspects on Women's Work in Sundsvall, Sweden, 1860–1893." Interchange 34, no. 2 (2003): 241–59. http://dx.doi.org/10.1023/b:inch.0000015903.29859.c1.
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Nordmeyer, Kristjane, Trisha Teig, and Nicole Bedera. "“Gender Utopias?”: U.S. Student Reflections on Studying Abroad in Norway and Sweden." Teaching Sociology 45, no. 4 (September 2, 2016): 324–33. http://dx.doi.org/10.1177/0092055x16667537.
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This article describes a study abroad experience in Norway and Sweden that was designed to explore gender equality in two of the world’s most gender-progressive countries. Course readings explored the work of feminist sociologists and asked students to think critically about gender equality from a cross-cultural perspective. Students met with leaders in Norway and Sweden who are involved in creating gender-progressive policy and culture, including members of parliament, representatives in the film industry, and social policy experts. Student pre-trip and post-trip responses to writing prompts and trip reflection journals demonstrated the development of an intersectional approach to thinking about gender equality. While some aspects of gender equality were anticipated before the trip, other issues of equality only became evident through our discussion with gender leaders in Scandinavia. This article shares major themes from student reflections and discusses teaching ideas for future study abroad trips.
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Nilsson, Johanna M., and Katarina S. Blume. "The Swedish textile conservators’ transformation: From the museum curator’s assistant to a profession in its own right." Journal of Professions and Organization 8, no. 2 (July 1, 2021): 168–83. http://dx.doi.org/10.1093/jpo/joab007.
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Abstract Over recent years, in Sweden, the vocation of textile conservator has been transformed from that of being regarded simply as a museum curator's assistant to becoming a profession in its own right. The members of the textile conservators association, the Swedish Association for Textile Conservation founded in 1967, played a crucial role in this transformation with the establishment of a university-based vocational education programme in 1985. The transformation is further scrutinized by considering aspects of gender where, for example, gender bias employment strategies favoured men as painting conservators, as well as social class where demarcation of women as curators was evident. This is discussed and compared with the contemporary shift of gender distribution among the employees in the museum sector that historically was largely male dominated. Social class and the effects of a university education on occupational status are considered, and the effects that education had on elderly, experienced colleagues are another important intersectional aspect. Today’s textile conservators have reached a professional status in several aspects with university education being probably the most important contributing factor. The image of the vocation has improved from that of a seamstress who performed repairs on textiles at the direction of her superior, to an academic who, on the basis of their scientific knowledge, independently performs the many tasks included in preservation, as well as conducting research to doctorate level. Despite this, it would seem that the museum community has not yet managed to take full advantage of textile conservators’ competence as researchers.
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Hermelin, Brita, and Grete Rusten. "A place-based approach to social entrepreneurship for social integration – Cases from Norway and Sweden." Local Economy: The Journal of the Local Economy Policy Unit 33, no. 4 (June 2018): 367–83. http://dx.doi.org/10.1177/0269094218777900.
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Social innovation has gained an important position in policy agendas at the international, national, and local levels. The article investigates two empirical cases of local social entrepreneurship initiatives in two comparable small towns located in Norway and in Sweden. These projects endeavour for social integration of young persons into education programmes and adult persons into work. Through these empirical cases, this article aims to conceive how place conditions the capacities and practices of social entrepreneurship. The place-based approach of the discussion shows how the interplay of local and multiscalar relations impacts social entrepreneurship initiatives. The analysis of the empirical cases involves considering the role of the local context as well as the institutional systems of the welfare states and wider policy regimes endorsing social investment strategies. The discussion employs a model for organisational arrangements focusing on capacities of learning, exploiting, and linking. The capacity of linking across organisations and sector boundaries is found to be a particularly intriguing aspect of the investigated social entrepreneurship initiatives and is something that the place-based approach of the article is able to explicate.
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Ostaszewska, Aneta. "Editor’s Introduction." Papers of Social Pedagogy 13, no. 1 (October 9, 2020): 5–8. http://dx.doi.org/10.5604/01.3001.0014.4349.
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The presented volume includes articles by authors from Czech, India, Greece, Sweden and Poland. They provide us with different aspects of social pedagogy and social issues in relation to education, law and social work. These are analytical and empirical papers conducted with a wide range of methodologies, for example, research based on surveys, legal acts analysis, ethnographic fieldwork and case studies. While discussing the issues, the authors represent the specific social and cultural backgrounds at the same time being aware of global contexts. What connects all these papers is the attitude of their authors, their pedagogical sensitivity and critical awareness in reflecting on theory and practice of social sciences. We have been collecting these articles since the beginning of 2019. With these six contributions, the Readers are offered an insight into the current state of discussion on particular topics from different perspectives. I hope you enjoy a read.
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Jarva, Erika, Kristina Mikkonen, Janicke Andersson, Anna-Maria Tuomikoski, Maria Kääriäinen, Merja Meriläinen, and Anne Oikarinen. "Aspects associated with health care professionals’ digital health competence development – a qualitative study." Finnish Journal of eHealth and eWelfare 14, no. 1 (April 14, 2022): 79–91. http://dx.doi.org/10.23996/fjhw.111771.
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Health care professionals need continuous education to maintain the competencies required to provide high-quality care; in today’s world, this means an understanding of digital health services. Insight into health care professionals’ experiences of which aspects influence their digital health competence development is therefore highly relevant. The objective of the study was to examine which aspects influence the digital health competence development of health care professionals (nursing workforce and allied health professionals). In-depth, semi-structured interviews were conducted with 20 health care professionals (Finland n=15, Sweden n=5) from various health care settings between May 2019 and July 2020. Interviews were audio-recorded, translated verbatim and analysed with inductive content analysis. Health care professionals perceive that digital health competence development is influenced by aspects related to digital health adoption, co-workers and the work community, their manager, and opportunities for continuous education and orientation. The participants agreed that digital health competence is an important part of a health care professional’s overall clinical competence. Continuous education geared towards digital health competence should be systematically designed, and potentially integrate the resources available on social media platforms. Additionally, managers and supervisors should take a stronger stance towards learning about digital health services so they can serve as role models to their employees and genuinely promote digital health competence development.
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Larsson, Sofia, David Gunnarsson, and Linda Vikdahl. "Social Participation and Mental Health in the Establishment Programme for Newly Arrived Refugees in Sweden—A Document Analysis." International Journal of Environmental Research and Public Health 19, no. 8 (April 8, 2022): 4518. http://dx.doi.org/10.3390/ijerph19084518.
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Newly arrived refugees and asylum seekers constitute a vulnerable population in terms of health and social conditions due to lived trauma and experiences of loss, as well as factors in the host country such as not speaking the language, not having employment and social exclusion. Studies have shown that many newly arrived refugees find it difficult to establish a sustainable position in the host country’s labour market due to a lack of connections, low levels of education and political, social and cultural barriers. The Swedish Public Employment Service runs an establishment programme aimed at helping newly arrived refugees to find employment quickly and manage their own livelihoods. In this study, we analyse the administrator support document used by Swedish Public Employment Service case workers in their work with the programme to explore whether and how it considers the participants’ mental health and conditions for social participation. The results show that despite newly arrived refugees being especially vulnerable in terms of mental health, little attention is paid to these aspects, the possible effects they may have on the programme, the participants’ integration into the labour market and Swedish society as a whole.
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Sjöblom, Marie, and Tamsin Meaney. "“I am part of the group, the others listen to me”: theorising productive listening in mathematical group work." Educational Studies in Mathematics 107, no. 3 (April 13, 2021): 565–81. http://dx.doi.org/10.1007/s10649-021-10051-2.
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AbstractAlthough group work is considered beneficial for problem solving, the listening that is needed for jointly solving mathematical problems is under-researched. In this article, the usefulness of two communication frameworks for understanding students’ listening is examined, using data from an educational design research study in an upper secondary mathematics classroom in Sweden. From the analysis, it was apparent that these frameworks did not provide sufficient information about the complexity of listening in this context. Consequently, a new framework, “productive listening,” is described which focuses on observable features connected to students’ ability to show willingness to listen and to request listening from others. This framework included the purpose for listening, connected to problem-solving stages, and social aspects to do with respecting the speaker’s contribution as being valuable and feeling that one’s own contribution would be listened to. These two aspects are linked to socio-mathematical norms about expecting to listen to others’ mathematical thinking and to ask clarifying questions about this thinking. By using this framework on the data from the earlier study, it was possible to better understand the complexity of listening in group work about mathematical problem solving.
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Borg, Farhana. "A case study of a Green Flag-certified preschool in Sweden." Hungarian Educational Research Journal 9, no. 4 (December 2019): 607–27. http://dx.doi.org/10.1556/063.9.2019.4.52.
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This paper presents findings from a case study intended to develop understanding of the practices within education for sustainable development at a preschool in Sweden and highlights its work with two themes: The Health of People and the Planet and Human and Animal Societies. This case study was part of a large school development project conducted by a university in collaboration with a municipality between 2017 and 2019. The preschool had two units with a total of 36 children aged 1–6 years, and 8 preschool teachers. Empirical materials were collected from observations of educational activities at two events, as well as group discussions with teachers and the preschool head teacher. Findings show that the interconnectedness of, and interdependencies between, the environmental, social, and, to some extent, economic aspects of sustainable development were present in educational practices of the preschool. They also indicate that young children, with support and encouragement from their teachers, can take responsibility for activities that are meaningful to them. In this preschool, children’s opinions were respected, and they were given the opportunity to participate in decision-making activities of relevance to their lives.
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Bremholm, Jesper, Kristine Kabel, Caroline Liberg, and Gustaf B. Skar. "A review of Scandinavian writing research between 2010 and 2020." Writing and Pedagogy 13, no. 1-3 (July 2, 2022): 7–49. http://dx.doi.org/10.1558/wap.21637.
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Scandinavian writing research forms a relatively new field, with an increased number of studies conducted in the last two decades. In this qualitative synthesis review of 87 peer reviewed journal articles from Denmark, Norway, and Sweden published between 2010 and 2020, the aim was to outline the landscape of current educational writing research from the region. The sample included research articles published in both Scandinavian and international journals. Our analysis focused on the articles’ research approaches and main themes regarding the object of investigation. The main themes identified were Writing Instruction, Writing Assessment, and Students’ Text. We found a predominance of studies conducted in the context of language arts/first language (L1) education, concerning either disciplinary or general aspects of writing. We also found a predominance of approaches based on either sociocultural or social semiotic theory. Furthermore, a majority of the reviewed studies were explorative and small-scale, and, for the Writing Assessment studies in particular, directed at the secondary stages of school. The results suggest a call for future studies focusing on writing interventions and studies deploying a wide range of methodological approaches, as well as studies based on inter-Scandinavian collaborations across Denmark, Norway, and Sweden.
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Larsen, Katarina, and Johan Gärdebo. "Retooling Engineering for Social Justice: The use of explicit models for analytical thinking, critical reflection, and peer-review in Swedish engineering education." International Journal of Engineering, Social Justice, and Peace 5 (December 28, 2017): 13–29. http://dx.doi.org/10.24908/ijesjp.v5i1-2.8928.
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This paper engages with social justice in engineering education based on pedagogical tools aimed at improving analytical reading, writing and critical reflection in course activities. The authors conceptualizes analytical thinking, critical reflection, and web-based peer review as tools for transformation of student learning, and apply these tools as instructions to engineering students studying city planning in Stockholm, Sweden. Students were asked to use the tools to critically analyze the role of national identities, social vis-à-vis technological engineering, and what politics have shaped Swedish society. In studying these aspects of city planning, the authors argue for a shift in attention toward the practices of engineers’ work around issues of social justice, an argument reinforced by the results of textual analysis of student essay reflections on social justice in city planning. The results are a wide range of themes of critical reflection made by students arising from course activities. These included balancing social and environmental justice, like suburban segregation, planning ideals and, in some cases, challenges for the planning profession. We argue that these are valuable lessons for engineers, which can be achieved by combining practical experiences of planning practices with tools for advancing critical and analytical skills of engineering students. By analyzing engineering students’ views on solutions and challenges of addressing social justice in practice, we can improve our understanding of the engineering skills required to work with social justice. In this way, the study complements discussion and critiques of the relationships between society and engineering outlined in the rhetoric of engineering grand challenges, and contributes by discussing new roles for engineers in facing day-to-day challenges working with social justice.
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Johansson, Klara, Kristina Ingemarsdotter Persson, Charlotte Deogan, and Ziad El-Khatib. "Factors associated with condom use and HIV testing among young men who have sex with men: a cross-sectional survey in a random online sample in Sweden." Sexually Transmitted Infections 94, no. 6 (May 17, 2018): 427–33. http://dx.doi.org/10.1136/sextrans-2017-053369.
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ObjectivesThe objectives are to analyse social determinants of sexual health behaviour (condom use and HIV testing) among young, internet-active, cis men who have sex with men (MSM) in a high-income country. The aspects of sexual health behaviour analysed here are condomless anal intercourse with one or more new or casual partner(s), condomless anal intercourse during the most recent sex with a man and HIV testing.MethodsA randomised sample of men active on Sweden’s main online community for Lesbian, Gay, Bisexual and Trans people responded to an online survey (response rate 19%). A subsample of young people, aged 15–29, was analysed (effective sample 597–669) using multivariable logistic regression with respect to factors associated with condomless anal intercourse with one or more new or casual partner(s), condomless anal intercourse at most recent sex and not having had a test for HIV.ResultsLow education, being single and living in a metropolitan area were found to be independently associated with condomless anal intercourse with new or casual partner(s). Sex with a steady partner was associated with condomless anal intercourse during the most recent sex. Knowledge of where to get tested, high education, being born outside Sweden and condomless anal intercourse with new or casual sex partner(s) were independently associated with having been tested for HIV.ConclusionsThe factors associated with sexual health behaviour among young MSM are complex, and preventive messages need to be tailored accordingly.
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Jayakody, Chathuranganee, Chamindi Malalgoda, Dilanthi Amaratunga, Richard Haigh, Champika Liyanage, Emlyn Witt, Mo Hamza, and Nishara Fernando. "Approaches to Strengthen the Social Cohesion between Displaced and Host Communities." Sustainability 14, no. 6 (March 14, 2022): 3413. http://dx.doi.org/10.3390/su14063413.
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A cohesive society is not only characterised by the availability of basic services and facilities, but also promotes economic equality and inclusion, democracy, and social solidarity. Forced displacement due to disasters and conflict constantly disrupt the path to a sustainable and cohesive society. Displaced communities often struggle with a lack of access to livelihood and a lack of financial independence and social and family stability. With these challenges, a lack of provision of basic services and facilities will create a competition for housing, health, and education between the displaced and host communities. Additionally, the economic competition for jobs and the role of international aid in terms of fairness create social tension between the displaced and the host. Likewise, multiple aspects weaken the social cohesion between displaced and host communities. Within this context, we investigated approaches to enhance social cohesion following disaster-induced and conflict-induced displacement. With the identification of this research need, the research team of the project titled REGARD (REbuild-inG AfteR Displacement) conducted 47 in-depth interviews in four partner countries (U.K., Sweden, Estonia, and Sri Lanka) with community representatives, social support networks, agency networks, officials, etc. Moreover, focus group discussions were conducted with community members in Sri Lanka. The collected data were analysed through a qualitative data analysis procedure. The findings present eight approaches to strengthen the social cohesion between displaced and host communities. These eight approaches include the adequate provision of basic services and facilities without limiting the capacity of the host, support services aimed at local integration, economic integration between the displaced and host, and social cohesion through the built environment.
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Ramji, Rathi, Elisabeth Carlson, Susanne Brogårdh-Roth, Anna Nilvéus Olofsson, Anders Kottorp, and Margareta Rämgård. "Understanding behavioural changes through community-based participatory research to promote oral health in socially disadvantaged neighbourhoods in Southern Sweden." BMJ Open 10, no. 4 (April 2020): e035732. http://dx.doi.org/10.1136/bmjopen-2019-035732.
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ObjectivesInequalities in oral health have been on the rise globally. In Sweden, these differences exist not between regions, but among subgroups living in vulnerable situations. This study aims at understanding behavioural change after taking part in participatory oral health promotional activity among families living in socially disadvantaged neighbourhoods in Southern Sweden.SettingThe current study involved citizens from a socially disadvantaged neighbourhood in Malmö, together with actors from the academic, public and private sectors. These neighbourhoods were characterised by high rates of unemployment, crime, low education levels and, most importantly, poor health.ParticipantsFamilies with children aged 7–14 years from the neighbourhood were invited to participate in the health promotional activities by a community representative, known as a health promoter, using snowball sampling. Between 8 and 12 families participated in the multistage focus groups over 6 months. Data were analysed using qualitative content analysis.ResultsThree main themes emerged from the analysis, providing an understanding of the determinants for behavioural change, including meaningful social interactions, family dynamics and health trajectories. The mothers in the study valued the social aspects of their participation; however, they believed that gaining knowledge in combination with social interaction made their presence also meaningful. Further, the participants recognised the role of family dynamics primarily the interactions within the family, family structure and traditional practices as influencing oral health-related behaviour among children. Participants reported having experienced a change in general health owing to changed behaviour. They started to understand the association between general health and oral health that further motivated them to follow healthier behavioural routines.ConclusionsThe results from this study show that oral health promotion through reflection and dialogue with the communities, together with other stakeholders, may have the potential to influence behavioural change and empower participants to be future ambassadors for change.
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Sengoelge, Mathilde, Alexander Nissen, and Øivind Solberg. "Post-Migration Stressors and Health-Related Quality of Life in Refugees from Syria Resettled in Sweden." International Journal of Environmental Research and Public Health 19, no. 5 (February 22, 2022): 2509. http://dx.doi.org/10.3390/ijerph19052509.
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The link between post-migration stressors and mental ill health is well documented in refugees resettled in high-income host countries, but the consequences of these stressors on refugees’ health-related quality of life (HRQoL) are less known. This study examined the association between post-migration stressors and HRQoL among Syrian adult refugees resettled in Sweden using a preference-based value set obtained from the general Swedish population. A total of 1215 Syrian adults, ages 18–64 years, granted residency in Sweden, responded to a postal questionnaire in 2016 regarding various aspects of their resettlement. The European Quality of Life Five Dimensions Five Level (EQ–5D–5L) questionnaire was used to assess HRQoL through an EQ–5D–5L index score (range; 0=dead to 1=full health). The index score was preference weighted using a Swedish population value set. Predictors were four self-reported post-migration stressors related to daily living in the host country: financial strain, social strain, competency strain and perceived discrimination divided into low, medium and high levels of experienced stress. Multivariable linear regression models were employed to assess the association between post-migration stressors and HRQoL index score, adjusting for potentially traumatic events in the pre- and peri-migration phase as well as sociodemographic confounders/covariates (sex, age, education, civil status, immigration year). The Syrian refugees had a mean EQ–5D–5L index score of 0.863 (SD = 0.145). There was strong evidence of a negative dose-response association in both unadjusted and adjusted models between HRQoL and the post-migration stressors financial strain and social strain—i.e., there was a stepwise, and statistically significant, decrease in HRQoL when going from low to medium to high strain. Competency strain and discrimination were only associated with lower HRQoL when experienced at high levels in fully adjusted models. High exposure to potentially traumatic experiences before or during flight was also associated with lower HRQoL. Syrian refugees resettled in Sweden reported a lower HRQoL than the general Swedish population and lower than age-matched Swedish adults. The present study results point to the possible adverse effects of post-migration stressors on HRQoL.
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Rampasso, Izabela S., Rosley Anholon, Dirceu Silva, Robert Eduardo Cooper Ordóñez, Osvaldo Luiz Gonçalves Quelhas, and Luis Antonio De Santa-Eulalia. "Developing in engineering students a critical analysis about sustainability in productive systems." International Journal of Sustainability in Higher Education 20, no. 2 (February 4, 2019): 229–44. http://dx.doi.org/10.1108/ijshe-03-2018-0048.
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PurposeThe Mechanical Engineering course at the University of Campinas is composed of different disciplines in the areas of materials, mechanical design, manufacturing (production and manufacturing), computational systems, thermal and fluids. In the manufacturing area, in particular, there is a discipline entitled Productive Systems whose main objective is to offer to the student a global vision about operations management. In the field of operations management, sustainability is gaining more and more importance; thus, it is important to develop in the students a critical sense about social and environmental aspects. Thus, this paper aims to present the main initiatives developed in the discipline to promote sustainability in engineering students.Design/methodology/approachSince 2015, the professors responsible for the Productive Systems discipline, assisted by post-graduate students and professors from other universities, have begun to redesign the discipline, including debates, lectures, projects and other initiatives to provide a critical view concerning the traditional concepts taught. The discipline has been performed three times with this new conception. The methodology to structure this research was literature review, documental analyses of the discipline records and meetings with professors that participated in the initiatives. An Action Research approach was performed by two professors and a graduate student. The authors of this paper also compared the results with those obtained by initiatives performed at Chalmers University of Technology (Sweden).FindingsThis study allowed to reinforce some results from initiatives performed at Chalmers University of Technology (Sweden); however, some differences were identified. For example, similar to the initiatives mentioned, the professors of University of Campinas had problems with didactic books, as they loosely integrate the basic operations management concepts with sustainable development fundamentals. On the other hand, debates related to social sustainability were considered positive from the point of view of the professors and students, differing from initiatives performed at Chalmers University of Technology.Research limitations/implicationsResults come from one field study (University of Campinas) when professors of the Mechanical Engineering course try to integrate operations management concepts and sustainable development. Different results may be observed by other higher education institutions.Practical implicationsThe authors of this paper believe that the diffusion of these initiatives can stimulate other professors and researchers in the field to broaden the academic debate about the insertion of sustainability into engineering courses.Originality/valueThere are few papers presenting didactic experiences and empirical results about the integration of operations management concepts and sustainable development. Results of this paper reinforce some good practices and they also present other ones, in a way that extend the debate about educational engineering.
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Pajalic, Zada, and Albert Westergren. "A Network for Eating and Nutrition as a platform for cooperation over the organisational borders between healthcare sectors in Sweden." Journal of Health Sciences 4, no. 3 (December 26, 2014): 169–75. http://dx.doi.org/10.17532/jhsci.2014.225.
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Introduction: Requirements to implement scientific knowledge in practice within the Swedish health and social care sectors have increased during the last decades. One of these networks was the Network for Eating and Nutrition that began in 2003. The aim of this study was to retrospectively evaluate how the Network for Eating and Nutrition has functioned during a period of ten years and in what way it has affected work practice.Methods: This is a descriptive qualitative study. Data sources for this study were meeting records collected over 10 years and two evaluation surveys (at five and 10 years). Participants were members of the Network for Eating and Nutrition (n=12 at five years and n=10 at 10 years). The manifest qualitative content analysis was used.Results: The Network for Eating and Nutrition was seen as offering support for personal and organisational knowledge development. Further aspects of support from the workplaces of the members and the significance for the work places were described. Further the Network for Eating and Nutrition reached out to care receivers by using specifically tailored education programmes and material. The Network for Eating and Nutrition results and recommendations were described as important references for the development of nutrition routines.Conclusion: Networks between organisations with different professional backgrounds can form a basis for knowledge exchange both for focus on the specific topic but also on how to work with quality improvement, i.e. evidence based practice.
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Pramling Samuelsson, Ingrid, Pia Williams, Sonja Sheridan, and Annette Hellman. "Swedish preschool teachers’ ideas of the ideal preschool group." Journal of Early Childhood Research 14, no. 4 (July 24, 2016): 444–60. http://dx.doi.org/10.1177/1476718x14559233.
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In Sweden, preschool has been noted as being of a high quality compared to many other countries. However, dramatic changes in the preschool sector are taking place. A recent law states that it is a child’s right to get a preschool place within a few months. As a consequence, the number of children in preschool has increased, which could influence group sizes since there is no state regulation of the number of children in a group. This article based on the project The impact of group size on children’s affordances in preschool aims to describe and analyse preschool teachers’ ideas of what an ideal preschool group is. It is a qualitative study based on a questionnaire with mainly open-ended questions, answered by preschool teachers. The results show that preschool teachers define a well-functioning group as having a balance between gender, age and ethnicity. The preschool teachers stress that they prefer a group with fewer children than they have today. A key aspect of having a well-functioning group is also the preschool teachers’ competence and the preschool environment. Preschool teachers’ ideas of what constitute an ideal group of children may contribute to why they perceive the group size too large.
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Olteanu, Lucian. "Distributive law as object of learning through direct and inverse tasks." International Journal for Lesson and Learning Studies 6, no. 1 (January 3, 2017): 56–65. http://dx.doi.org/10.1108/ijlls-05-2016-0014.
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Purpose The purpose of this paper is to report how the use of a direct and an inverse task gave students an opportunity to discern the structure of a distributive law that they could apply to expand or to factorise algebraic expressions. The paper discusses a teaching sequence (of about 40 minutes) in a Grade 8 (14-15 year-olds) algebra class and it focusses on how the use of inverse tasks opens the dimension of variation. For instance, if the distributive law has always been used as a(b+c), factorising the expressions ab+ac means opening up the dimension of distributive law. The analysis showed that two central processes, transformation and variation, improved communication in the classroom. Design/methodology/approach The data used come from a longitudinal study conducted in Sweden. The methodology is grounded in educational design research. Two secondary school teachers conducted a lesson with variation theory as a guiding principle, supervised by a researcher. The relationship between teaching and learning was analysed in the enacted object of learning. The critical aspect for students’ learning was identified by asking questions to probe the students’ understanding. Findings The use of a direct and an inverse task gave the students an understanding of the structure of the distributive law that they could apply to expand or to factorise algebraic expressions. The teacher opened up a dimension of variation by similarity that gave the students the opportunity to discern the commonality in direct and inverse tasks as well as to relate the direct and inverse tasks to each other. Without an identification of similarity that might help students to compare underlying meanings, or to match one representation to another, students may not experience variations because there is not concordance among the relationships between the representations. Research limitations/implications Teachers can produce new knowledge as well as communicate successfully in the classroom when creating teaching activities that promote the discernment of similarity and difference that might help students to compare underlying meanings, or to match one representation to another. Practical implications The study represents an example of research which has the aim of improving teachers’ practices by using research results from mathematics education whilst keeping in mind that learning must be improved. Social implications The central educational problem is to have students make sense of sophisticated ways of reflecting on the general laws used in mathematics in relation to the algebraic ways of acting and reflecting. Variation theory sees learning as the ability to discern different features or aspects of what is being learned. It postulates that the conception one forms about the object of learning is related to the aspects of the object one notices and focusses upon. Originality/value The commutative law for algebraic generalisations is not characterised by the use of notations but, rather, by the way the general is dealt with. Algebraic generalisations entail: the grasping of a commonality related to the discernment of whole-parts relationships, the generalisation of this commonality to two types of transformations: treatments and conversions, and the formation of direct and inverse tasks that allows one to discern the relationship between the whole, the parts, the relations between the parts, the transformation between the parts and the relationship between the parts and the whole.
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Pawlak, Mirosław. "Editorial." Studies in Second Language Learning and Teaching 9, no. 2 (July 1, 2019): 259–61. http://dx.doi.org/10.14746/ssllt.2019.9.2.1.
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The second 2019 issue of SSLLT brings together six papers, all of which report empirical studies dealing with different aspects of teaching and learning additional languages in various contexts, and it also includes two book reviews. In the first contribution, Alastair Henry combines Hermans’ (2008) concept of the dialogical self with the tenets of complex dynamic systems theories (Hiver & Al-Hoorie, 2016) to investigate the developing professional identity of a preservice teacher of English during the practicum in a school in western Sweden. Using a combination of intra-personal data in the form of semi-structured interviews conducted before and after the practicum as well as inter-personal data in the form of forum postings and a stimulated recall discussion of a lesson taught by the participant, Henry shows that the construction of teacher identity entails interaction between present experiences and the imagined self. In the subsequent paper, Anne Huhtala, Anta Kursiša and Marjo Vesalainen seek to identify the motives driving 51 Finnish university students to learn foreign languages other than English, in this case French, German and Swedish, adopting as a theoretical framework Dörnyei’s (2009) theory of the L2 motivational self-system. Qualitative analysis of the narrative reflections written by the participants revealed that although the initial decisions to engage in language learning may be driven by social pressure, or the ought-to self, in the course of time it is the ideal self and the L2 learning experience that start to play the dominant role.
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Loukakis, Angelos, Johannes Kiess, Maria Kousis, and Christian Lahusen. "Born to Die Online? A Cross-National Analysis of the Rise and Decline of Alternative Action Organizations in Europe." American Behavioral Scientist 62, no. 6 (April 19, 2018): 837–55. http://dx.doi.org/10.1177/0002764218768851.
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Alternative collective initiatives often emerge during hard times, supporting citizens and helping them meet their increasing needs through nonmainstream economic activities. To this end, citizens organize formal and informal alternative action organizations (AAOs). Recent studies have shown that the economic crisis was a trigger for the founding of a wide variety of new AAOs, especially in the countries most affected, such as Greece and Spain. One aspect of AAOs untouched so far, however, is their life span. This article investigates factors that impact on AAOs’ ability to stay active online, using fresh data on their organizational profiles from their organizational websites. It offers a comparative, systematic analysis of the age structure and the activity rate of AAOs in nine European countries (Greece, Germany, Italy, France, Spain, the United Kingdom, Poland, Switzerland, and Sweden), for the 2007-2016 period. Following the classic resource mobilization theory, we conclude that the lifeline of these organizations, as that of social movement organizations, even when their forms are innovative and alternative, depends on adequate resources.
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Thomas, Kristin, Evalill Nilsson, Karin Festin, Pontus Henriksson, Mats Lowén, Marie Löf, and Margareta Kristenson. "Associations of Psychosocial Factors with Multiple Health Behaviors: A Population-Based Study of Middle-Aged Men and Women." International Journal of Environmental Research and Public Health 17, no. 4 (February 14, 2020): 1239. http://dx.doi.org/10.3390/ijerph17041239.
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Background: The health behaviors smoking, risky alcohol consumption, insufficient physical activity, and poor diet constitute the main contributors to non-communicable diseases. Clustering of risk behaviors is common and increases the risk of these diseases. Despite health benefits, it is difficult to change health behaviors. Psychosocial factors could play a role in health behavior change, with research showing relationships between unfavorable psychosocial factors and health risk behaviors. However, many studies only investigated one or two health behaviors at a time. The present study, therefore, aimed to investigate associations between a broad range of psychosocial factors and multiple health risk behaviors in a general middle-aged population in Sweden. Methods: A cross-sectional design was used to investigate a random sample from the general population in Sweden (n = 1007, 45–69 years, 50% women). Questionnaire data on health behaviors (smoking, alcohol consumption, physical activity, and fruit/vegetable intake) and psychosocial factors, with both psychological and social resources (social integration, emotional support, perceived control, self-esteem, sense of coherence and trust) and psychological risk factors (cynicism, vital exhaustion, hopelessness and depressiveness), were analyzed. Logistic and ordinal logistic regression were used to analyze associations between psychosocial factors and multiple (0–1, 2 or 3–4) health risk behaviors. Results: A total of 50% of the sample had two health risk behaviors and 18% had three health risk behaviors. After adjusting for age, sex, education, employment status, and immigrant status, eight out of 10 psychosocial factors (exceptions: social integration and self-esteem) showed significant odds ratios (ORs) in the expected directions; low levels of psychosocial resources and high levels of psychosocial risk factors were associated with multiple risk behaviors. The strongest associations with multiple risk behaviors were seen for vital exhaustion (adjusted (adj.) OR 1.28; confidence interval (CI) 1.11–1.46), depressiveness (adj. OR 1.32, CI 1.14–1.52), and trust (adj. OR 0.80, CI 0.70–0.91). When controlling for all psychosocial factors in the same model, only the association with trust remained statistically significant (adj. OR 0.89, CI 0.73–1.00, p = 0.050). Associations with individual health behaviors were fewer and scattered, with no psychosocial factor being related to all four behaviors. Conclusions: Examining associations between a broad range of psychosocial factors and multiple health risk behaviors revealed consistent and significant associations for almost all psychosocial factors. These associations were stronger compared to associations to single health risk behaviors. Our findings support the relevance of considering psychosocial aspects in interventions aimed at health behavior change, especially for people with multiple health risk behaviors.
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Mondani, Hernan, Amir Rostami, Tina Askanius, Jerzy Sarnecki, and Christofer Edling. "Women in Violent Extremism in Sweden." Proceedings 77, no. 1 (May 7, 2021): 15. http://dx.doi.org/10.3390/proceedings2021077015.
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This presentation summarizes a register-based study on women who have been identified as belonging to three violent extremist milieus in Sweden: violent Islamic, violent far-right, and violent far-left extremism. We studied the women in these milieus along a number of analytical dimensions, ranging from demographic and educational to criminal background and network relationships, and compared them to three reference groups: (i) non-extremist biological sisters to female extremists in the study population; (ii) men in the respective extremist milieus; and (iii) female members of other antagonistic milieus such as organized crime. Our results showed that there are both similarities and differences between groups. In some cases, like age and region of birth, there are commonalities between violent far-right and violent far-left women. Regarding region of birth and migration background, women affiliated to violent far-right and violent far-left extremism are predominantly born in Sweden. Women affiliated to violent Islamic extremism tend to be born in Sweden to a greater extent than men in the same milieu, but to a much lesser degree than women in the violent far-right and violent far-left. When it comes to education, women in the violent Islamic milieu are closer to women in violent far-right extremism. Women in violent far-left extremism perform best at school, with consistently higher grades. The average score of women in violent far-left extremism is identical to that of their sisters, and women in violent far-left extremism perform on average substantially better than men in the same milieu. Women in violent Islamic extremism, in contrast, perform on average similarly to men in violent far-left extremism, and they perform better than their biological sisters. Regarding labor market attachment, violent Islamic extremists have the weakest attachment and the highest dependency upon financial assistance as well as a low employment share (36 percent in 2016), but also a relatively high share of individuals with a high number of unemployment days, suggesting that women in violent Islamic extremism experience higher social exclusion. We find the highest employment share among women in violent far-left extremism, where 89 percent are gainfully employed in 2016 (80 percent for at least three of the last five years) and about a 20 percent unemployment share. Men in violent far-left extremism have an employment share around 10 percent below that of the women in far-left extremism for 2016. The highest fractions of individuals that have not been in contact with the health system due to mental disorders are among violent Islamic extremism, with the women’s fraction at 84 percent, compared to their non-extremist sisters and men in the same milieu that are just above 79 percent. Women in violent far-left extremism have the highest share of in-patient major mental disorders among the extremist milieus (3 percent), higher than men in the same milieu (less than 1 percent) as well as than women and their sisters in the other categories. During the period 2007–2016, 68 percent of individuals in the extremist milieus are covered by the register of suspected individuals. The coverage is substantially higher for men, 72 percent than for women, 43 percent. Compared to their sisters, women in all three milieus are criminally active to a much higher extent. However, women in all three milieus are less criminally active than women in other antagonistic milieus, among whom 67 percent have been suspected at least once. In all three milieus, the share of men with a criminal record is about twice as large as that of women. As far as the gender aspect is concerned, we know that extremist milieus generally have a conservative view of the role of women in society. In our results, this is reflected in the low rates of crime in women compared to men, and relatively marginal positions in the co-offending networks. The fact that women in violent far-left extremism have stronger positions in their networks than the other women in the study population is expected, given that the ideology of this milieu allows for greater equality. This means that women in violent far-left extremism participate more often than, e.g., women in violent far-right extremism, in political actions where violence is common. This pattern of gender roles and criminal involvement also holds concerning women in violent Islamic extremism. This milieu has a more traditional view of the role of women than views among even violent far-right extremists. Women in violent Islamic extremism are less involved in crime and, in particular, violent crime.
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Wedin, Åsa, and Annika Shaswar. "Whole class interaction in the adult L2-classroom." Apples - Journal of Applied Language Studies 13, no. 2 (March 19, 2019): 45–63. http://dx.doi.org/10.17011/apples/urn.201903251959.
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This article focuses on verbal interaction in whole class teaching in second language education for adults in Sweden. The article draws on theories treating language as multiple resources that are situated and embedded in material life, and including complex and diverse linguistic, semiotic, physical material and social resources. The material for the article was created in a project based in linguistic ethnography in the form of an action research project, including two municipal Swedish for Immigrants (SFI) schools. The interaction patterns that occurred challenged students’ language proficiency in ways that stimulated meaning negotiation through what we call extended interactions. This stresses the social aspect of interaction, which in these cases included the whole, or nearly the whole, class, students and the teacher. However, in whole class teaching, the space for each interlocutor is limited, and as our experience from other classrooms suggests that group tasks are not frequent in SFI classrooms, there seem to be reasons for the development of teaching practices that include more frequent use of interaction in small groups that offer students more space for interaction. We also see a need for developing more culture-sensitive pedagogies and making more space for the multilingual negotiation of meaning.
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Björnberg, Ulla. "Ökad press på allt fler ensamstående mödrar." Tidskrift för genusvetenskap 15, no. 2 (June 21, 2022): 12–25. http://dx.doi.org/10.55870/tgv.v15i2.4900.
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The article illuminates the situation for single mothers in the ex-communist countries - Poland, Russia (the European part), ex. DDR and in Sweden and West Germany. The purpose is to discuss the mothers' situation with reference to their relation to three spheres - tlie family and social networks, public social policies and the working life. One basic question that is if the situation of single women with children is more exposed tlian that of the married women, and what possible consequences this might have for themselves and their children. How do single mothers differ from married mothers in the respective countries as far as education, incomes, work and views on the future are concerned? Despite comprising economic and social dissimilarities between these countries, comparisons are interesting since we focus the comparisons on married and single mothers with children. Hereby we get a measure of the structures and processes within these countries, and it can be discussed whether these are generally applied or not. An important aspect is to what extent the social policies or other factors lead to different attitudes in the countries. The results show that the transformation in the former communist nations afflict particularly women, and only in a negative manner. Large groups of women are rejected from the labour märket, and end up in a situation of poverty and dependence. The investigations in all the countries show that single mothers are more exposed than married mothers. They run a greater risk of losing their jobs than the married mothers do, and they thus run a greater risk of ending up in miserable poverty - particularly the mothers in Poland and Russia. The situation of single mothers in Sweden is better from a material point of view. In spite of this, many lone mothers feel worried about their economy - a worry that can be expected to increase along with increasing fees for social services, child care, health- and medical care, increased residential costs etc. The results indicate that the largest disability that women have on the labour märket is not the motherhood in itself, nor is it the gender, but the absence of marriage, in combination with being female. Comprising international research shows that poverty and exposition in one-parent families tend to be reproduced to the next generation. There is no automatic relationship in the relation between divorce, one-parenthood and social problems. It is rather the stigmatisation in different forms that is concerned, in combination with shortages in the possibilities of support that can lead to an assimilation of prolems. Via stigmatising treatment, both the mothers and the children lose their dignity and their self-assured identity.
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Kans, Mirka, and Lena Claesson. "Gender-Related Differences for Subject Interest and Academic Emotions for STEM Subjects among Swedish Upper Secondary School Students." Education Sciences 12, no. 8 (August 15, 2022): 553. http://dx.doi.org/10.3390/educsci12080553.
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It is hard to attract young persons to engineering and other science, technology, engineering, and mathematics (STEM) fields of education in Sweden. Factors, such as interest and ability, are affecting the educational orientation of students, and many studies suggest that there are gender related differences in students’ perceptions regarding different subject areas. Nevertheless, it is not fully evident why students’ make their educational choices. In this paper, Swedish upper secondary school students’ perceptions of interest and self-efficacy are studied in the form of a questionnaire survey to gain deeper understanding on the choices that are made. Open-ended questions regarding subject interest, as well as questions connecting STEM-related situations with perceived emotions were included, in addition to direct questions regarding interest and self-efficacy. Differences were seen both with respect to educational orientation and to gender, which confirms previous studies. Male students were interested in subjects that are accurate, logical, and scientific, while the female students emphasized the analytical and challenging aspects, in the sense that the subjects forced them to think. Interest and future opportunities affected the choice of program, while the student’s own perceived ability seemed less important. Results with respect to emotions showed that the female students in this study felt insecure and scared in STEM-related situations to higher degree than male students did. Students on the social science program were bored and uninterested, while natural science and technology program students were more interested and confident in STEM-related scenarios. These findings help us to understand how students approach STEM situations, and how to take necessary measures to equalize these situations using a norm-critical approach.
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Kyrydon, Alla, Svitlana Kosjak, and Serhiy Troyan. "THE COVID–19 PANDEMIC IN EUROPE: CHALLENGES AND THE SEARCH FOR ANSWERS." European Historical Studies, no. 23 (2022): 6–29. http://dx.doi.org/10.17721/2524-048x.2022.23.1.
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The purpose of the article is violated in the studied and generalization of the main aspects of the policy of the European state, on the eve of the countries of the European Union, regarding countering the spread of the Covid-19 pandemic and the study of the features and effectiveness of the Swedish model to prevent similar threats in the future. The scientific novelty of the study is due to the seriousness of the challenges and the threat of a universal nature both for Europe and for the modern globalized and interdependent world. This is especially important given the global scale and scale of the Covid-19 pandemic that humanity has faced in early 2020. The world community, including all its regional segments, faced an unprecedented challenge of chronic disease, which belongs to asymmetric shocks that begin with a small shock and then quickly cover the whole world. Conclusions. The outbreak of the coronavirus disease at the beginning of 2020 came as a surprise to the whole world. The World Health Organization belatedly, but in March 2020, announced the pandemic and the need for a serious and urgent fight against it. The first patients with Covid-19 in European countries appeared in January 2020. At the same time, the first deaths from the coronavirus disease were recorded in Europe. Already in the first months of the pandemic, Italy, Spain, and France faced its severe consequences, including a large number of deaths. Most European countries, including Ukraine, have introduced strict restrictive measures, including mass self-isolation, restrictions on economic and trade activities, termination of the educational process with its subsequent transfer to distance education, etc. Almost all available resources of the national health care systems were mobilized to fight the pandemic. Sweden’s public policy to combat the spread of the pandemic was outstanding in the European democratic space. The Swedish model of public policy to combat the Covid-19 pandemic was based on the principle of public responsibility and reliance on a highly developed national health care system. The main place in the approach of the Swedish government to this problem was taken by the course on the development of collective immunity. The principle of voluntariness, which did not involve the introduction of a nationwide quarantine, played an important role. At the initial stage) the restrictive measures in Sweden were mild, were mainly of a recommendatory nature, and were based on the principle of situational response. The Swedish government did not introduce strict measures and restrictions for the economy, businesses and institutions were recommended to switch to remote work. Sweden was the only country in the European Union that did not introduce a lockdown at the height of the Covid-19 pandemic in Europe. In addition, the need to observe social distance, personal hygiene, and help the elderly was emphasized. The decline in economic and business activity in general was smaller in Sweden than in other European Union countries. At the same time, under the influence of the Covid-19 pandemic, the average annual mortality rates have increased significantly. In general, the generalization of the experience and results of the fight against the coronavirus pandemic in the countries of the European Union, the study of the effectiveness of the features of the Swedish model of combating the coronavirus disease should contribute to greater resilience of the states and societies of Europe in the face of modern threats and challenges of the globalized world.
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Стрёмберг, Пер, Per Stremberg, Сергей Илькевич, Sergey Ilkevich, Елена Сахарчук, and Elena Sakharchuk. "look at the russian eduCation in the field of tourism through the paradigm prism of sustainable tourism (summarizing the ConCeptual results of international sCientifiC-praCtiCal seminar of the russian-norwegian projeCt of rsuts «eduCation in the field of sustainable tourism development in russia»)." Universities for Tourism and Service Association Bulletin 10, no. 4 (December 19, 2016): 15–26. http://dx.doi.org/10.12737/23571.
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The full and comprehensive inclusion of sustainable tourism in Russian tourism studies and thematic plans of disciplines at the present time are particularly important nowadays. Meanwhile we can note very superficial and simplified understanding of the concept of sustainable development in tourism, when they simply proclaim the necessity of taking into account natural, social limitations, and interests of the local economy, but at the same time, the Russian researchers and teachers do not have enough awareness of all the possible refractions of this problem. Passed at the 22nd of September 2016 in RSUTS scientific-practical seminar «Sustainable rural tourism in Russia» was drafted to help resolve the identified problems. Leading international and Russian experts in the field of sustainable tourism development gave the examples of their own researches which demonstrate the breadth and multi-dimensionality of sustainability in tourism. There were presented and illustrated with the method of case studies such topics as 1) the correlation of center and periphery as a factor in the long-term sustainability in tourism; 2) service orientation as a factor of long-term competitiveness of destinations; 3) the problem of finding the optimal balance between state regulation and ethnic autonomy; 4) the interests of local residents and their informing with the positive results of tourism development; 5) factor of liminality in tourist experiences; 6) avoidance of excessive standardization and universalization of tourism products as a factor of competitiveness of peripheral destinations; 7) the concept of touristscapes and taskscapes; 8) optimal route network and reference point for the sustainable development of tourism; 9) the importance of tourism for the depressed rural settlements of Russia; 10) the peculiarities of small businesses processes in rural tourism, 11) entrepreneurship as the factor of increase of stability and competitiveness of the tourism industry under crisis conditions. These and other aspects of sustainable tourism development were the subject of extensive discussion at the scientific-practical seminar, which resulted in a more complete understanding of the paradigm of sustainability in the current realities of the Russian tourism industry. The article presents views, concepts and elements of academic debate, which took place during the seminar from representatives of five countries: Russia, Norway, Australia, Sweden and Iceland. The purpose of this publication consisted in the systematization of the academic content of the reports and scientific messages, and the explanation of how they can contribute to strengthening the concept of sustainable tourism as a comprehensive and productive paradigm in tourism research and education-conceptual approach.
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Irkhin, I. V. "National and Ethnic Enclaves in the Modern World: Nature, Regulatory Instruments (Public Law Aspect). Part 2." Lex Russica, no. 12 (December 23, 2021): 44–57. http://dx.doi.org/10.17803/1729-5920.2021.181.12.044-057.
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As part of the study, the author has carried out the analysis of the problems of the risks of emergence of enclaves and defined the immanent threats, including enclavization (the phenomenon of “proto-enclave”) of the territories of some of the largest Russian urban agglomerations. The paper explores actual public law approaches to preventing the formation of national-ethnic enclaves in the Russian Federation (at national and regional levels of legal regulation) and suggests proposals for optimizing relevant approaches. The author substantiates the necessity of developing a comprehensive federal strategy of a framework nature covering the issues of spatial development, economy, social sphere, migration, demography, interethnic, interfaith, cultural policy. In order to implement a dispersed method of national-ethnic groups resettlement, based on the study of the experience of Sweden and Denmark, a position is argued about the rationality of expanding the scope of powers of local governments in the field of registration of migrants, normative fixation of the possibility of migrants living within specific municipalities (several specific municipalities). The author proposes to create unified centers for the distribution (location) of migrants, authorized to issue referrals to work in specific municipalities, taking into account their requests (needs) for a given workforce and reasons for the impossibility of attracting citizens of the Russian Federation living within specific municipalities to the relevant vacancies. Attention is drawn to the need to develop an integrated information resource on vacancies for migrants and on housing options available to them. The author emphasizes the importance of raising the qualification (competence) requirements for the profession and education of migrants, their relationship with integration of migrants into the host community, minimizing the risks of radicalization of the socio-cultural environment of migrant groups.
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Đorđević, Snežana. "Local Government Capacities for the Integration of Migrants." Hrvatska i komparativna javna uprava 18, no. 3 (September 4, 2018): 468–86. http://dx.doi.org/10.31297/hkju.18.3.5.
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This paper explains the role of local governments (cities, regions) in the implementation of immigration policy in Europe. It covers the period since the 1960s and explains various waves and types of immigration, state policies, and the capacities of local government to help with immigrant integration. Several case studies are presented: Antwerp (Belgium), Malmö (Sweden), and Bologna and the Veneto region (Italy). The policy of migrant integration is exceedingly complex, requiring persistent dedication on part of all countries to mitigate the biggest problems of the contemporary globalised world (wealth distribution; poverty reduction; prevention of economic and political conflicts, especially wars; development of human rights; ecology), and to upgrade democratic capacities in each society. The contribution of this paper is to show that liberal policy in this field is the best option for the effective integration of migrants. Host state and local governments should be more sensitive to the nature and needs of the migrant population, and to foster a better understanding of the values, customs, and culture of both migrants and the domestic population. Useful measures which can help migrants in the process of integration are: tailored education, training for skills and jobs, participation in decision-making processes in the host country, and cooperation between the migrants’ home and host countries. It is important that political leaders continuously convey the message to the public that migrants represent great social capital and potential for the economic development of their society. The public should understand that in the contemporary globalised world society should be open to capital and labour migration, and that in this process our communities are given the chance to be multicultural, open, tolerant, and richer in every aspect. At the same time, all citizens, including the migrant population, have an obligation to protect democratic values and to contribute to the social development of both their home and host societies.
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Sandström, Gunbritt. "Higher Education for Social Work in Sweden." Australian Social Work 60, no. 1 (March 2007): 56–67. http://dx.doi.org/10.1080/03124070601166711.
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Sobot, Ankica. "Three demographic consequences of gender-specific behavior pattern: The case of Serbia." Stanovnistvo 50, no. 2 (2012): 85–109. http://dx.doi.org/10.2298/stnv1202085s.
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The focus point in this paper referes to three issues of demographic development in Serbia presented from the gender perspective. Feminization, mortality in men and low reproductive norms are analyzed as effects of relevant behavior of both sexes. This choice is the result of earlier analyses of gender socio-demographic characteristics as well as the researches of demographic phenomena from the perspective of gender roles and gender relations. The gender aspect, as a cognitive concept, implies the importance of the female and male behavior pattern in understanding demographic structures, processes and phenomena. The theoretical foundation was found in the anthropological character of contemporary demography which focuses on the individual?s behavior in the context of interactive relations with the concrete environment. In the context of a complex deterministic basis and interactive connection of various factors, gender roles and gender relations represent a relative segment of social dimension of various demographic issues. Feminization of the middle-aged and older population emphasizes the importance of female perspective, taking into consideration space diversity. Feminization is most intensive in Belgrade. Among the middle-aged women there is a higher proportion of tertiary educated and divorced, and less share of the economically independent, in relation to the remaining region of Central Serbia. As regards older women, irrespective of spatial distribution, widowhood, unfavorable education characteristics, lower economic activity and greater economic dependency are important matters. The issue of retirement has specific importance, and should be solved in the context of educated and socio-professional characteristics of women, in order to promote their social position and gender equality. A shorter life span of the male population requires recognizing specific mortality factors of the middle-aged and older males, in order to eliminate the gender gap in this view. Greater mortality rate in men implies diversity of factors and characteristics of concrete social context. Part of the response lies in their greater exposure to risky behavior. Apart from that, the importance of socio-psychological factors has been recognized, which includes the prevailing concept of gender roles and gender relations. The asymmetric division of activities and obligations regarding parenthood represents an increasingly important determinant of low reproductive norms. Empirical research confirms the prevailing realization of motherhood in everyday parent activities and in the responsibility for raising and upbringing children. Sweden is an example of a country in which the above average European fertility rates correspond with a more equal division of parenting roles, whereby the support for coordinating parenthood and the profession is orientated both towards mothers and fathers equally. A gender sensible approach in solving demographic matters implies recognizing the position and status of both sexes and acknowledging the gender relations as a relevant factor. The analyzed issues are not specific only to the demographic development of Serbia. Nevertheless, their solving implies confronting cultural norms, achieved degrees of economic and social development, as well as building necessary institutional mechanisms.
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Batychenko, Svitlana. "FEATURES OF FAMILY POLICY IN EUROPE." GEOGRAPHY AND TOURISM, no. 60 (2020): 65–72. http://dx.doi.org/10.17721/2308-135x.2020.60.65-72.
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Goal. Analysis of the peculiarities of family policy in European countries, such as France, Sweden, Germany, Great Britain. Method. The study is based on general scientific methods, namely, analysis and synthesis, descriptive, analytical. And also socio-geographical - comparative-geographical. Results. Family policy in European countries focuses on the life position of young people, promotes gender equality, creates opportunities to combine work, education and family activities through a well-developed infrastructure. The establishment of the modern family model in which both parents work and the expansion of public education and services for children and families reduce relatively high child poverty, create new jobs in services, and reduce social inequality. Although European countries pursue a common family-gender strategy, they also have their own traditional model of family protection. The Scandinavian model is characterized by comprehensive support for working parents with young children (under the age of three) through a combination of material mechanisms, holidays and wide access to childcare facilities. An important aspect is the policy of gender equality and women's integration in the labor market. The main source of funding for family policy - taxes. Anglo-Saxon - is characterized by deliberately less financial support from families by the state, giving priority to low-income families. The main idea is the non-interference of the state in family and marriage processes and ensuring the well-being of families through the general development of the welfare of society. "Napoleonic" - use intangible forms of support: tax benefits, targeted loans. France has the highest level of state support for families with children and support for working women. The principle of subsidiary security is professed. Taxes and financial contributions are used. The German fiscal system does not encourage couples to work equally, as the tax burden on domestic work is much higher for two full-time employees. Parental leave allows mothers to leave the labor market for up to three years for one child. Scientific novelty. Analysis and comparison of family policy features in European countries. Practical significance. Implementation of family policy measures in domestic practice based on the experience of European countries, choosing the most successful option. The best option is to improve the demographic situation in the country.
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De Wit, Hans. "Internationalization of Higher Education." Journal of International Students 10, no. 1 (February 15, 2020): i—iv. http://dx.doi.org/10.32674/jis.v10i1.1893.
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Universities have always had international dimensions in their research, teaching, and service to society, but those dimensions were in general more ad hoc, fragmented, and implicit than explicit and comprehensive. In the last decade of the previous century, the increasing globalization and regionalization of economies and societies, combined with the requirements of the knowledge economy and the end of the Cold War, created a context for a more strategic approach to internationalization in higher education. International organizations such as the Organisation for Economic Cooperation and Development, the United Nations Educational, Scientific and Cultural Organization, and the World Bank, national governments, the European Union, and higher education organizations such as the International Association of Universities placed internationalization at the top of the reform agenda. Internationalization became a key change agent in higher education, in the developed world but also in emerging and developing societies.
Mobility of students, scholars, and programs; reputation and branding (manifested by global and regional rankings); and a shift in paradigm from cooperation to competition (van der Wende, 2001) have been the main manifestations of the agenda of internationalization in higher education over the past 30 years. International education has become an industry, a source of revenue and a means for enhanced reputation.
Quantitative data about the number of international degree-seeking students, of international talents and scholars, of students going for credits abroad, of agreements and memoranda of understanding, as well as of co-authored international publications in high impact academic journals, have not only been key manifestations of this perception of internationalization, but also have driven its agenda and actions. This perception has resulted in an increasing dominance of English in research but also teaching, has createdthe emergence of a whole new industry around internationalization, has forced national governments to stimulate institutions of higher education going international, and hasgenerated new buzz words such as “cross-border delivery” and “soft power” in the higher education arena.
In the period 2010–2020, we have seen not only the number of international students double to 5 million in the past decade, but also we have noticed an increase in franchise operations, articulation programs, branch campuses, and online delivery of higher education. There is fierce competition for talented international students and scholars, and immigration policies have shifted from low-skill to high-skill immigration. National excellence programs have increased differentiation in higher education with more attention for a small number of international world-class universities and national flagship institutions that compete for these talents, for positions in the global rankings, for access to high impact journals, and for funding, at the cost of other institutions. There is also an increasing concern about the neo-colonial dimension.
In the current global-knowledge society, the concept of internationalization of higher education has itself become globalized, demanding further consideration of its impact on policy and practice as more countries and types of institution around the world engage in the process. Internationalization should no longer be considered in terms of a westernized, largely Anglo-Saxon, and predominantly English-speaking paradigm. (Jones & de Wit, 2014, p. 28)
Internationalization became defined by the generally accepted definition of Knight (2008): “The process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education,” describing clearly the process in a general and value neutral way.
Some of the main trends in internationalization in the past 30 years have been:
More focused on internationalization abroad than on internationalization at home
More ad hoc, fragmented, and marginal than strategic, comprehensive, and central in policies
More in the interest of a small, elite subset of students and faculty than focused on global and intercultural outcomes for all
Directed by a constantly shifting range of political, economic, social/cultural, and educational rationales, with increasing focus on economic motivations
Increasingly driven by national, regional, and global rankings
Little alignment between the international dimensions of the three core functions of higher education: education, research, and service to society
Primarily a strategic choice and focus of institutions of higher education, and less a priority of national governments
Less important in emerging and developing economies, and more of a particular strategic concern among developed economies
In the past decade, however, one can observe a reaction to these trends. While mobility is still the most dominant factor in internationalization policies worldwide, there is increasing attention being paid to internationalization of the curriculum at home. There is also a stronger call for comprehensive internationalization, which addresses all aspects of education in an integrated way. Although economic rationales and rankings still drive the agenda of internationalization, there is more emphasis now being placed on other motivations for internationalization. For example, attention is being paid to integrating international dimensions into tertiary education quality assurance mechanisms, institutional policies related to student learning outcomes, and the work of national and discipline-specific accreditation agencies (de Wit, 2019).
Traditional values that have driven international activities in higher education in the past, such as exchange and cooperation, peace and mutual understanding, human capital development, and solidarity, although still present in the vocabulary of international education, have moved to the sideline in a push for competition, revenue, and reputation/branding.
Around the change of the century, we observed a first response to these developments. The movement for Internationalization at Home within the European Union started in 1999 in Malmö, Sweden, drawing more attention to the 95% of nonmobile students not participating in the successful flagship program of the EU, ERASMUS. In the United Kingdom and Australia, a similar movement asked for attention to internationalization of the curriculum and teaching and learning in response to the increased focus on recruiting income-generating international students. And in the United States, attention emerged around internationalizing campuses and developing more comprehensive approaches to internationalization as an alternative for the marginal and fragmented focus on undergraduate study abroad on the one hand and international student recruitment on the other.
These reactions were and are important manifestations of concern about the competitive, elitist, and market direction of internationalization, and are a call for more attention to the qualitative dimensions of internationalization, such as citizenship development, employability, and improvement of the quality of research, education, and service to society. A wide range of academic scholars and international education practitioners have pushed for change with their publications and presentations. A study for the European Parliament on the state of internationalization in higher education gave this push an extra dimension. Not only did the study provide a comprehensive overview of the literature and the practice of internationalization in higher education around the world, but also—based on a global Delphi Exercise—it promoted a new agenda for internationalization for the future, by extending the definition of Knight (2008), defining internationalization as follows:
The intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff and to make a meaningful contribution to society. (de Wit et al., 2015)
This definition gave a normative direction to the process by emphasizing that such a process does not proceed by itself but needs clear intentions, that internationalization is not a goal in itself but needs to be directed toward quality improvement, that it should not be of interest to a small elite group of mobile students and scholars but directed to all students and scholars, and that it should make a contribution to society.
Over the past 5 years this new approach has received positive attention, and at the start of a new decade it is important to see if this shift back to a more ethical and qualitative approach with respect to internationalization is indeed taking place and what new dimensions one can observe in that shift.
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Thomson, Elizabeth, and Eva Bernhardt. "Education, Values, and Cohabitation in Sweden." Marriage & Family Review 46, no. 1-2 (February 26, 2010): 1–21. http://dx.doi.org/10.1080/01494921003648431.
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Milovanova, Natalia G. "Social Aspects of Information Education." Tyumen State University Herald. Humanities Research. Humanitates 2, no. 4 (2016): 212–21. http://dx.doi.org/10.21684/2411-197x-2016-2-4-212-221.
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Jonsson, Jan O. "Education, Social Mobility, and Social Reproduction in Sweden: Patterns and Changes." International Journal of Sociology 23, no. 1 (March 1993): 2–30. http://dx.doi.org/10.1080/15579336.1993.11770050.
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THORELL-EKSTRAND, INGRID, HJÖRDIS BJÖRVELL, and LYNN BLANCHARD-CAESAR. "Preceptorship in Clinical Nursing Education in Sweden: Aspects of Quality Assurance." International Journal for Quality in Health Care 5, no. 3 (September 1, 1993): 227–36. http://dx.doi.org/10.1093/intqhc/5.3.227.
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Durst, Douglas. "Social Welfare and Social Work Education In Canada." Journal of Comparative Social Work 2, no. 1 (April 1, 2007): 3–16. http://dx.doi.org/10.31265/jcsw.v2i1.28.
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Internationally, Canadians struggle with their national identity. Canadians proclaim that they are not Americans and like to boast that they have more in common with Sweden with its snowy winters and extensive social programmes. This article outlines some of the historical developments of social welfare in Canada and examines some of the recent trends at dismantling the programmes. In the neo-conservative state, efforts towards “globalization” and “free trade” with the United States have attacked Canada’s social safety net, marginalizing and suppressing the poor. However, in spite of the current trends, Canadians have maintained its humanitarian philosophy and resisted the “Americanization” of its social programmes. Some of this resistance has been successful but as in many other countries much of it has failed.
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Lill, Linda, and Helene Jacobson Pettersson. "Teaching ethnicity in social work education: teachers’ experiences in Sweden." Social Work Education 38, no. 1 (October 29, 2018): 34–46. http://dx.doi.org/10.1080/02615479.2018.1539068.
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Bortes, Cristian, Mattias Strandh, and Karina Nilsson. "Parental Illness and Young People’s Education." Child Indicators Research 13, no. 6 (April 4, 2020): 2069–91. http://dx.doi.org/10.1007/s12187-020-09731-x.
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Abstract The purpose of the present study was to investigate the effects of parental health problems on the probability of youths leaving upper secondary education before completion in Sweden, and to investigate potential gender differences in these effects. Medical and social microdata from Swedish administrative registers were used. The study population consisted of individuals born between 1987 and 1990 (N = 398,748) who were still alive and residing in Sweden in 2010. We employed a quasi-experimental pre-test post-test study design. Logistic regression was used to analyse the relationships between indicators of parental illness and young people’s early school leaving in relation to health and sociodemographic confounders. Having had a mother or father with psychiatric, but not somatic, illness that necessitated hospitalisation after completing compulsory schooling was significantly associated with an increased probability of leaving upper secondary education. We found no significant gender-specific interaction effects. The existence of these effects in Sweden, a country with an extensive institutional welfare system, suggests that similar but more pronounced effects may exist in regions lacking such systems.
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Martínez, JA, JM Kearney, A. Kafatos, S. Paquet, and MA Martínez-Gonzélez. "Variables independently associated with self-reported obesity in the European Union." Public Health Nutrition 2, no. 1a (January 1999): 125–33. http://dx.doi.org/10.1017/s1368980099000178.
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AbstractObjectiveThe rapid increase in obesity rates over recent years suggest that cultural and societal influences are affecting the adjustment in the energy balance equation in addition to other physiopathological or genetic determinants. Therefore, a pan-EU study was carried out to explore the influence of sociodemographic factors as well as some attitudes (smoking and exercise) on the prevalence of obesity in the adult population of all 15 member states of the EU.DesignOverall, a sample of 15 239 individuals aged 15 years and upwards in the EU completed the questionnaire. Subject selection was quota-controlled to make the sample nationally representative following a multistage stratified cluster sampling. Self-reported height and weight were used to calculate body mass index (BMI).ResultsFrom the EU average results, it can be seen that only about half of the EU population (48%) is within the normal weight range, while the obesity (BMI > ≥ 30 kg m−2) prevalence was about 10% in the EU and the overweight prevalence was 36.6% and 25.6% among men and women, respectively. UK subjects had the highest prevalence of obesity (12%), while Italians, French and Swedes had the lowest levels of obesity (about 7%). Concerning age and social class interactions, logistic regression analysis showed that high social class and younger individuals in all groups had a lower odds ratio for obesity prevalence. People with a higher level of education are less likely to be obese, while the interaction between educational levels and obesity was different for men and women. A low participation in various leisure-time physical activities, the lack of interest (precontemplation) in being involved in exercise/physical activity and the increasing number of hours sitting down at work appear to be predictors of obesity. Single individuals were less prone to become obese than couples or widowed/divorced people. Finally, smoking status was statistically linked to the prevalence of obesity, since non-smokers or ex-smokers for more than 1 year presented a higher tendency for a BMI > 30.ConclusionsThis survey confirms that a priority area for health intervention aimed at preventing the development of obesity should be to increase levels of physical activity, although the approach will depend on the population, especially with respect to educational and socioeconomic aspects.
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Manger, Tatyana, Yulia Vasileva, and Svetlana Shankina. "Special aspects of social education in additional education institutions." Tambov University Review. Series: Humanities, no. 178 (2019): 93–99. http://dx.doi.org/10.20310/1810-0201-2019-24-178-93-99.
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The importance of social education in institutions of additional education is revealed. The concept of social education, taking into account the features of the modern stage of development of society. Stresses the importance of using cultural codes, allowing to transfer information saved by generations, to generate in students a “worldview”, world outlook, patriotic consciousness. We formalize the role of additional education institutions in society with increasing changes in the socio-economic system. The use of information and communication technologies as a communication tool for teachers and project participants, including network ones, is considered on the example of the social education model “circle”. The analysis of statistical data has proved an increasing share of the use of digital economy technologies as tools of educational processes. This determined the need to adapt students to the activities in the expanding “information flow”. The advantages of the use of social networks in the implementation of the project method in the social education of patriotic feelings methods of folk art. The risks analysis of use new communi-cation tools in educational and educational activity is carried out. The result of the study are rec-ommendations to teachers on the use of new communication technologies in social education, the formation of communication culture.
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Aprielieva, I. V., and Yu V. Syrova. "SOCIAL PARTNERSHIP IN PRESCHOOL EDUCATION: LEGAL ASPECTS." Pedagogical Sciences: Theory and Practice, no. 1 (2022): 237–42. http://dx.doi.org/10.26661/2786-5622-2022-1-36.
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Averland, A. M., L. Öjesjö, and K. L. Soothill. "Psychiatric Court Referrals in Sweden." Medicine, Science and the Law 27, no. 1 (January 1987): 43–50. http://dx.doi.org/10.1177/002580248702700109.
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In an international comparison Sweden has a high proportion of pre-trial psychiatric evaluations. The purpose of the study was to look for the most likely reasons for such a referral in the Linköping region. The basic material came from court records and from medical and social reports. It was found that the courts' knowledge of previous psychiatric treatment was the most important reason (44 per cent), followed by nature of the offence (31 per cent), management problems (14 per cent) and awkward behaviour at the proceedings (12 per cent). The results support the view that forensic psychiatric evaluations may serve different social functions in different countries.
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Котун, Кирил. "FEATHERS OF LIFELONG TEACHER EDUCATION IN SWEDEN." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 1, no. 19 (June 10, 2021): 170–79. http://dx.doi.org/10.35387/od.1(19).2021.170-179.
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Nowadays, lifelong teacher education is an important lifelong learning component is conditioned not only by the dynamics of social, scientific and technological progress, changes in the scope and nature of work, increasing leisure time, and opportunities for its rational use but also by the social role of both society and personality. Quality education is considered by the world community as a tool of socio-economic growth and cultural development. Modern pedagogical reality is characterized by a tendency to find ways to improve higher education and reform. Sweden is one of the most developed socio-economic countries in the world. And the study of the experience of this particular country should help improve the training of native teachers. Teacher education in the Scandinavian countries has its own special socio-cultural significance and contains several dimensions that characterize the individual: education as an individual condition, education as an individual opportunity; education as an individual process; education as the highest value of mankind. It should be noted that the system of modern pedagogical education in Sweden is quite flexible and meets the needs of society in the number and qualifications of teachers. Also teacher has the opportunity in a lifelong pedagogical profile development. In order to ensure the continuous professional growth of teachers in Sweden, a system for improving their qualifications has been developed, regulated at various levels. That is why in conditions of integration processes, modernization of pedagogical education of Ukraine in accordance with the provisions of the Bologna Declaration, the system of professional education of Ukraine faced new tasks, the solution of which is due to increasing the role of personality and teacher professionalism as specialists and citizens in a market economy.
Key words: teacher training; professional development; feathers, lifelong; Sweden.
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Lindgren, Joakim, and Lisbeth Lundahl. "Mobilities of Youth: Social and Spatial Trajectories in a Segregated Sweden." European Educational Research Journal 9, no. 2 (January 2010): 192–207. http://dx.doi.org/10.2304/eerj.2010.9.2.192.
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Jeongwan Shin. "The Aspects and Causes of the Social Exclusion of the Immigrants in Sweden." Korean Journal of Labor Studies 20, no. 2 (June 2014): 277–315. http://dx.doi.org/10.17005/kals.2014.20.2.277.
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Sjögren, Karl-Göran. "Kinship, labor, and land in Neolithic southwest Sweden: Social aspects of megalithic graves." Journal of Anthropological Archaeology 5, no. 3 (September 1986): 229–65. http://dx.doi.org/10.1016/0278-4165(86)90007-3.
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